STRATEGIES FOR DRIVING AND DEVELOPING SUFFICIENCY-ORIENTED CHARACTERISTICS OF STUDENTS AT THETSABAN 5 BAN HUAI SAI TAI SCHOOL, CHA-AM DISTRICT, PHETCHABURI PROVINCE

Abstract

         The objectives of this research were 1) to develop strategies for driving and enhancing the sufficiency-oriented characteristics of students in accordance with the Philosophy of Sufficiency Economy at Thetsaban 5 Ban Huai Sai Tai School, Cha-am District, Phetchaburi Province, 2) to develop strategies for promoting the students’ sufficiency-oriented characteristics based on the Philosophy of Sufficiency Economy, and 3) to examine the results of the development of sufficiency-oriented characteristics of the students. This study employed Action Research based on the conceptual framework of Kemmis and McTaggart. The target group consisted of all personnel of Thetsaban 5 Ban Huai Sai Tai School, Cha-am District, Phetchaburi Province, representing a finite population during the second semester of the 2025 academic year. The participants included two school administrators, twenty-two teachers, and one hundred and nine students in Grades 7–9 (Mathayom 1–3). The research instruments consisted of the Strategy Implementation and Development Manual for Sufficiency-Oriented Characteristics based on the Philosophy of Sufficiency Economy and a Sufficiency-Oriented Characteristics Assessment Form. The data were analyzed using frequency, percentage, mean, and standard deviation.

          The research findings revealed that

1. The strategies for driving and developing the students’ sufficiency-oriented characteristics at Thetsaban 5 Ban Huai Sai Tai School consisted of four key strategies: 1) Participatory Strategy, 2) Empowerment Strategy, 3) Integration Strategy, and 4) Teamwork Strategy.
2. The strategies for developing the students’ sufficiency-oriented characteristics, based on the Philosophy of Sufficiency Economy, consisted of activity-based learning (ABL) comprising 12 lesson plans with a total of 24 instructional hours. The learning activities were organized into four learning stations, including the Sufficiency Economy and Sustainable Development Station, the Sufficiency-Based STEM Station, the Sufficiency-Based Creative Innovation Station, and the Sufficiency Agriculture Station.

          3. Regarding the results of the development of the students’ sufficiency-oriented characteristics, prior to implementing the activity-based learning strategy, the students demonstrated an overall level of sufficiency-oriented characteristics at a good level, with a mean score of 1.64, equivalent to 54.67 percent. After the implementation of the strategy, the students’ overall sufficiency-oriented characteristics improved to a very good level, with a mean score of 2.53, equivalent to 84.33 percent. When considering each aspect separately, it was found that Moderation increased from a good level (mean = 2.14) to a very good level (mean = 2.86), showing 24.00 percent improvement. Reasonableness increased from a pass level (mean = 1.40) to a good level (mean = 2.38), with 32.67 percent improvement. Self-immunity improved from a pass level (mean = 1.37) to a good level (mean = 2.35), also reflecting 32.67 percent improvement.